9814 research outputs found
Sort by
Fostering Relationships Between New Graduate Nurses and Leadership to Increase Retention
Get PDFObjective: To implement weekly one-on-one touch bases between nursing leaders, such as managers and directors, with newly hired, new graduate nurses, up to 1 year after graduation to improve retention of those employees. The intent is to improve retention from a baseline of 23% in 2022.
Results: 35.8% of the newly hired nurses plan to remain in their current role for the next 2-3 years.
Conclusions: Almost 55% said that they strongly agreed with the touch base contributing to development/growth. This was the lowest scoring question and the most concerning related to retention. An overwhelming majority felt engaged and involved in their current role. Interestingly only 54% felt welcomed and inclusive, so engagement and involvement don’t necessarily suggest they have a sense of belonging. Feeling successful was also not a concern, as 67.9% strongly agreed that they were indeed successful in their current role. Of note, all participants either strongly agreed or agreed that they had a good relationship with their leader
Student-Teacher Relationships: Impact on Students in an Online Credit Recovery Program
Get PDFThis study aimed to evaluate the impact of student-teacher relationships in an online credit recovery program to provide information that will benefit student achievement at the classroom level. The nature of online learning does not promote the engaging interaction that the traditional face-to-face classroom embraces. Online credit recovery is specialized for students who have failed one or more high school courses. Some students who fail a course may lose confidence in their learning abilities, which could cause negative emotional and social consequences. This study was significant because it showed how important teacher relationships are for online credit recovery students’ academic and personal accomplishments. Volunteer participants were enrolled in the site program at different times over a five-year span. Through virtual interviews, this qualitative research case study analyzed post-high school credit recovery program participants’ experiences and perspectives concerning student-teacher relationships. Data were collected from verbal accounts, and responses were transcribed, analyzed, categorized, coded, and aligned with the research questions. Individual participant responses were evaluated in regard to their perception of the online credit recovery classroom culture. The key research findings implied that it is important for teachers to be intentional when establishing relationships with individual students. Each student has specific requirements that determine an authentic relationship. The research showed that teachers cannot approach all students with the same relational strategy. Effective student-teacher relationships require skills and tools that teachers can master through district professional development and school-site Professional Learning Communities (PLC) collaboration
A Qualitative Case Study of the Influence of Cognitive Coaching on Elementary International Teachers in a Southeastern School District
Get PDFThis dissertation presents a qualitative case study investigating the influence of cognitive coaching on elementary international teachers within a southeastern school district. Guided by four research questions, the study delved into the experiences and perceptions of international teachers participating in cognitive coaching sessions, aiming to elucidate the influence of this professional development approach on instructional practices, classroom management, communication/language barriers, and the delivery of instruction. Through in-depth semi-structured interviews, data were collected and analyzed to address the research questions. Findings revealed that cognitive coaching strategies play a pivotal role in enhancing instructional practices, fostering effective classroom management techniques, overcoming communication/language barriers, and refining the delivery of instruction among international teachers. Participants articulated a deepened awareness of their internal thinking processes associated with cognitive coaching, highlighting its role in facilitating reflective teaching practices and empowering them to adapt instructional strategies to meet diverse student needs. Furthermore, the study uncovered both similarities and differences in the cognitive coaching needs of international teachers from various countries and sponsoring agencies, underscoring the importance of tailored professional development approaches to address diverse cultural and educational backgrounds. Additionally, international teachers identified specific areas where they perceive a need for additional support beyond cognitive coaching, including cultural competency training, language proficiency development, and resources for navigating administrative procedures. Overall, this dissertation contributes to a nuanced understanding of the influence of cognitive coaching on the professional growth and support needs of elementary international teachers
The Impact of the Science of Reading Required Training on the Reading Proficiency Levels of Third-Grade African American Male Students
Get PDFProficiency in reading is an essential skill for achieving success in the modern era, and African American students have struggled with reading due to insufficient support during literacy instruction. Through the implementation of the Science of Reading™ course, this research aimed to examine the effect of the Language Essentials for Teachers of Reading and Spelling (LETRS™) curriculum on the success of African American third-grade males based on the South Carolina College- and Career-Ready (SC READY™) summative assessments and Northwest Academic Evaluation Measures of Academic Progress (NWEA MAP™) data. This study followed the year before LETRS™ was introduced (2019), the 2 years of training (2021 and 2022), and the year after the teachers completed the training (2023). Piaget’s (1964) cognitive development theory explains the steps and paths children go through as they learn to think and reason. As an important part of teaching reading, the schema theory also supported this study by explaining how well someone understands the world through comprehension. This quantitative study suggests that the LETRS™ professional development course and Science of Reading™ practices did not show an immediate impact on student performance scores, but they showed statistical significance over time as indicated by SC READY™ summative assessments in 2023; hence, it may be inferred that LETRS™ has a favorable effect on teacher knowledge and student accomplishment. There was no statistical significance found on the NWEA MAP™ tests due to the test being adaptable
Adult Coping as a Function of Perceived Parental Support
Get PDFThe present study examined the function of perceived parental support in childhood on adult coping strategies. A convenient sample taken from social media collected data from fifty-three participants aged 20-68 who completed the Parental Acceptance-Rejection Questionnaires (PARQ) and Screening Tool for Adult Children of Alcoholic Traits (STACAT). Participants indicated moderate levels of parental (maternal and paternal) rejection (M=130.61, SD=37.67). Additionally, participants reported moderate levels of adult children of alcoholic traits related to perceived parental rejection (M=99.86, SD=22.82). Results indicated a statistically significant positive relationship (r = .534; p =.001) between perceived parental acceptance-rejection and adult children of alcoholic traits, suggesting that the higher perceived parental rejection, the higher adult children of alcoholic traits
2024, Sep 25 - Faculty Meeting Materials
No full textGardner-Webb University Faculty Meeting Materials from 2024, Sep 25. Meeting Materials include: Agenda, Minutes, Committee Reports, and Provost\u27s Report
Campus Orientation - Faculty
No full textOverview of campus health clinic and employee health insuranc
